摘要：Several decades of research concerning the relationship between higher education and policing has led to little agreement concerning the appropriate extent of education for entry-level law enforcement officers. Clearly, officers with little formal education have effectively protected and served citizens throughout the history of policing in the United States. Despite this, however, academics and practitioners, as well as organizations and national commissions, have repeatedly argued for more formal education requirements for the police. They often posit that the movement from traditional policing to community-oriented problem solving requires skill sets, such as critical and analytical reasoning, enhanced understanding of socioeconomic causes of crime, and advanced interpersonal and intercultural communication, that are best developed in higher education programs. These arguments have not translated into action, and few law enforcement agencies mandate anything beyond a high school diploma for entry-level officers. As recently as 2003, only 9 percent of police departments nationally required a 2-year college degree and 1 percent a 4-year degree.1.
